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This book brings together historians from the United States,
Canada, Australia, New Zealand, and Europe to historicize
constructions of whiteness as a colonial formation. Confronting the
privilege inherent in the invisibility of contemporary whiteness
requires that the historical roots of racial power be interrogated,
and the history of European colonialism is of much more than
passing significance to this task. This collection functions to
read the colonial back into whiteness by demonstrating how this
racial category traveled around the routes of empire. It shows how
a transnational focus can bring historical and spatial specificity
to the study of whiteness and thus re-orients the frames of
whiteness for American and non-American scholars alike.
The Caring Solidarity framework is both descriptive and
aspirational. It is an attempt to empower White teachers to do the
work of interrogating their racial privilege and join in Caring
Solidarity with their African American students. The framework can
be used to describe teachers who are working in Caring Solidarity
with their students and to develop teachers with intention toward
Caring Solidarity. We are in a unique historical moment that
demands White teachers become more effective in their schools,
classrooms, and communities and for researchers to find ways to
describe those teachers who build relationships of solidarity with
students. Considering today's tenor of the conversation around
race, picking up this book and considering its contents is an act
of defiance of the current climate, and/or one of devotion to the
art and craft of teaching children. Caring Solidarity is not a
replacement for current frameworks such as Culturally Sustaining
Pedagogy or Abolitionist Pedagogy but is a map for White teachers
to journey toward those pedagogies. Everyone starts from somewhere.
The path is winding and long but the goal, to create an equitable
and humane classroom, is worth the trip. The purpose of this theory
is to point the way.
White teachers in multiracial schools are looking for ways to
understand how to make a difference with their students of color in
their classrooms. This book will help teachers make that
difference.
Research indicates that many youth who come into contact with the
juvenile justice system may have mental health- and substance
use-related disorders. Problems related to these conditions play a
continuing role in delinquency and pose risks to the welfare of
youth, juvenile justice staff, and others. Identifying troubled
youth is the first step in providing them with appropriate
treatment. To take that first step, juvenile justice professionals
need reliable screening and assessment instruments and practical
guidance in their effective use. This book offers a comprehensive,
user-friendly synthesis of current information on instruments that
can be used to screen and assess youth for mental health- and
substance use-related disorders at various stages of the juvenile
justice process. The book includes profiles of over 50 instruments,
guidelines for selecting instruments, and best practice
recommendations for diverse settings and situations.
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